A Comparison of the Alternative and Traditional Licensure Programs at Metropolitan State College of Denver.

Autor/in	Heyman, Ernest L.
Titel	A Comparison of the Alternative and Traditional Licensure Programs at Metropolitan State College of Denver.
Quelle	(2002), (16 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Alternative Teacher Certification; Classroom Techniques; College Faculty; College School Cooperation; Communication Skills; Discipline; Elementary Secondary Education; Higher Education; Modeling (Psychology); Partnerships in Education; Preservice Teacher Education; Student Teacher Evaluation; Student Teachers; Teacher Attitudes; Teacher Collaboration; Teacher Competencies; Teaching Skills + Suchen Sie Ihr Suchwort? Klassenführung; Fakultät; Kommunikationsstil; Disziplin; Hochschulbildung; Hochschulsystem; Hochschulwesen; Modeling; Modelling; Modellierung; Hochschulpartnerschaft; Lehramtsstudiengang; Lehrerausbildung; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Lehrerverhalten; Lehrerkooperation; Lehrkunst; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung
Abstract	This study evaluated Metropolitan State College of Denver's Teacher-in-Residence (TiR) alternative licensure program. To participate, teacher candidates must possess a baccalaureate degree, have a teaching contract in a participating local school district, enroll in the TiR program, and pass a state content test. This study examined what Metro State could learn about the development of quality teacher candidates and how it could improve its alternative and traditional certification programs. Surveys of Metro State student teachers, teacher educators, and public school mentors indicated that skills in classroom management/discipline were considered the most important teaching skills needed prior to student teaching or alternative placement (followed by standards/content knowledge, and time management/organization). Respondents believed that organizational and communication skills could be developed in alternative settings. TiR teachers and student teachers believed that better communication was needed for collaborative teamwork, while faculty and mentors felt that more meetings would improve collaboration. TiR teachers and student teachers felt that modeling, coaching, guided practice, and self-directed trial-and-error were very useful in developing skills. Most respondents believed that developing and assessing teachers' softer qualities (e.g., caring and empathy) was possible through observation and modeling. (Contains 20 references.) (SM)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC